Take part in an interview conversation
When to use this goal
For high school students preparing for job, program, or college interviews who give one-word answers, go off topic, or do not know how to close. Base the choice on transition goals and the student's priorities. Scoring covers what the student says, never body language or eye contact.
- Baseline
- Run one mock interview with the SLP and one with an unfamiliar adult and score both. Ask the student which interviews they expect to face and what worries them. A "tell me about a time" story goal (sl-nar-017) often pairs with this one.
- Tips
- Score each row 0 to 2 as defined. Score the message only; do not score eye contact, facial expression, posture, or tone of voice. Stuttering, AAC use, and pauses to think are never penalized; the student may disclose a disability or request an accommodation during the interview and that is a strength, not a deduction. Unfamiliar interviewers (a counselor, a community partner) make probes realistic.
- Limits
- Mock interviews cannot reproduce the stakes of a real one. Interview norms vary by field and culture. The rubric does not measure the content of the student's qualifications.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-prag-018.
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Goal
By the annual IEP review date, during a mock interview with an unfamiliar adult using five common interview questions, the student will answer each question with a relevant response of two or more sentences, ask at least one question of the interviewer, and close by thanking them independently, earning a score of at least 8 out of 10 on a 5-row interview conversation rubric scored 0 to 2 per row, on 3 of 4 consecutive mock interviews, as measured by a defined scoring rubric collected every two weeks.
Baseline: 3 out of 10 rubric points.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check11 of 11 met
Met: Observable behavior. Stated as an action.
Met: Condition. Stated.
Met: Unit fits the behavior. Rubric score fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Rubric scoring gives rubric score data.
Met: Review timeframe. Stated.
Met: Baseline and target compatible. Same unit, change in the right direction.
Met: Aligned with area of need. Still about Pragmatic Language.
Met: Level of support. Defined.
Met: Blanks filled in. Nothing left to fill in.
Checks structure and wording only. Whether the goal fits the student is the team's call.
Short-term objectives (optional)
When are objectives required?Required for students on alternate assessments (34 CFR §300.320(a)(2)(ii)); some states require them for everyone.
Paste into your IEP system
Most district systems have a separate box for each part of a goal. Copy them one at a time, or all at once as labeled text.
- Area of need
- Speech & Language - Pragmatic Language
- Baseline
- 3 out of 10 rubric points.
- Annual goal505 characters
- By the annual IEP review date, during a mock interview with an unfamiliar adult using five common interview questions, the student will answer each question with a relevant response of two or more sentences, ask at least one question of the interviewer, and close by thanking them independently, earning a score of at least 8 out of 10 on a 5-row interview conversation rubric scored 0 to 2 per row, on 3 of 4 consecutive mock interviews, as measured by a defined scoring rubric collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- During a mock interview with an unfamiliar adult using five common interview questions
- Behavior
- The student will answer each question with a relevant response of two or more sentences, ask at least one question of the interviewer, and close by thanking them independently
- Criteria
- Earning a score of at least 8 out of 10 on a 5-row interview conversation rubric scored 0 to 2 per row, on 3 of 4 consecutive mock interviews
- Evaluation method
- A defined scoring rubric
- Schedule
- Every two weeks
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Rubric tracker. Scores each rubric criterion and totals them.
Rubric tracker
Rubric score- Student label:
- Target:
- earning a score of at least 8 out of 10 on a 5-row interview conversation rubric scored 0 to 2 per row
- Mastery rule:
- on 3 of 4 consecutive mock interviews
- Collection schedule:
- every two weeks
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, during a mock interview with an unfamiliar adult using five common interview questions, the student will answer each question with a relevant response of two or more sentences, ask at least one question of the interviewer, and close by thanking them independently, earning a score of at least 8 out of 10 on a 5-row interview conversation rubric scored 0 to 2 per row, on 3 of 4 consecutive mock interviews, as measured by a defined scoring rubric collected every two weeks.
| Date | Task / sample | Answers are relevant to the questions (0 = mostly off topic, 1 = partly, 2 = relevant) | Answers are developed with at least one detail or example | Asks at least one question of the interviewer | Asks for clarification when a question is unclear, rather than guessing | Closes the interview (thanks, next step) | Total (of 10) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 5-row interview conversation rubric scored 0 to 2 per row. Attach or reference the rubric's score descriptors.
- Use the same prompt type and conditions for each scored sample.
- If two people score, check agreement on a few samples before relying on the data.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.